Online collaborative teaching and student achievement motivation in research methodology courses

Abstract

The fast digitalization of higher education has intensified the need for innovative instructional strategies capable of sustaining student motivation in cognitively demanding courses. This study investigates the impact of online collaborative teaching on student achievement motivation in a Research Methodology course at Universiti Teknologi MARA Cawangan Kelantan. Data were collected from 100 undergraduate students using an adapted questionnaire measuring perceptions of online collaborative teaching and achievement motivation. Descriptive statistical analysis was employed to examine students’ responses. The findings indicate that students overwhelmingly perceived online collaborative teaching as beneficial to their learning experience. Participants reported positive evaluations of instructional diversity, enhanced engagement, and improved understanding of course content. Moreover, results suggest a positive association between the collaborative teaching approach and students’ achievement motivation, reflected in increased effort and stronger goal-oriented learning behaviours. The study contributes to the digital pedagogy literature by providing empirical evidence that structured online collaborative teaching may foster motivational outcomes in research-intensive higher education courses. Practical implications highlight the importance of shared instructional presence, inter-institutional collaboration, and structured online engagement in promoting achievement motivation. Future research employing inferential and longitudinal designs is recommended to further validate and extend these findings.